首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 945 毫秒
1.
The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues.  相似文献   

2.
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.  相似文献   

3.
Evidence‐based practices (EBPs) receive little attention in counselor education curricula despite the ethical obligation for counselor educators to teach EBPs to counseling students. This study investigates counselor educators’ attitudes toward EBPs along with perceived barriers to the inclusion of EBPs in counselor education curricula.  相似文献   

4.
Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided.  相似文献   

5.
A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts.  相似文献   

6.
School counseling literature indicates that school counselors experience isolation and frustration and that partnership projects between counselors and counselor educators are potentially valuable. The author describes the school counselor alumni peer consultation group, which provides (a) support and networking opportunities for new counselors and (b) a forum for studying counseling issues and for developing strategies to solve problems. This innovative strategy for professional development and collaboration has implications both for counselor educators and for school counselors.  相似文献   

7.
Although training standards for counseling students emphasize the importance of student evaluation, there is a lack of research that specifically describes how counselor educators may systematically assess the professional development of counselors-in-training. This exploratory study sought to determine a set of performance indicators for each of five identified components of professional development to provide counselor educators with an initial framework for assessing the professional growth of master's-level counseling students.  相似文献   

8.
The COVID-19 pandemic brought disruption to teaching and other aspects of workload in higher education. The current study sampled 126 counselor educators about workload, compassion satisfaction, burnout, and job satisfaction. Results indicated that faculty workload and administrative responsibilities increased for counselor educators during the pandemic without adequate compensation or support.  相似文献   

9.
The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness.  相似文献   

10.
Archival data from 1994 to 2003 were used to examine the Council for Accreditation of Counseling and Related Educational Program's (CACREP) association with professionalism for school counselor educators. Indicators of professionalism included school counselor educators' contributions to the profession (i.e., journal publications and conference presentations), leadership in professional organizations, and pursuit of counseling credentials. Data analysis revealed weak (small effect sizes), yet statistically significant, relationships between CACREP accreditation and indicators of professionalism for school counselor educators.  相似文献   

11.
Mainstreaming legislation is an impetus for social change in relation to treatment of individuals with disabilities. This change requires that counselor educators include content areas related to aspects of disability to prepare counselors to serve clients with disabilities. The author makes recommendations for curricular change for experiential and didactic training to increase a counselor trainee's sensitivity, skills, and knowledge regarding disability. Also, counselor educators are urged to team trainees from school and rehabilitation counseling training programs so that these professionals can work cooperatively for the benefit of the client with a disability.  相似文献   

12.
Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.  相似文献   

13.
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.  相似文献   

14.
In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered.  相似文献   

15.
This article presents the outcomes of a qualitative investigation addressing the global exchange of counselor education. Findings delineate key traits and behaviors applied by counselor educators and counseling psychologists in cross-cultural exchanges. Personal traits noted by educators as essential for international exchanges included flexibility, respect, openness to learning, and passion for the experiences provided by international travel. Factors that increased cultural competency were cited as communication skills, increased comprehension of the context, and understanding of the counseling profession within the culture.  相似文献   

16.
Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.  相似文献   

17.
Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer doctoral students positive and negative experiences, shaping their development as future counselor educators.  相似文献   

18.
Unfortunately, a relatively large majority of teachers, school administrators, and other school personnel view the counselor and his function in a vastly different perspective than do his mentors, the counselor educators. In an attempt to bring the academic world together with the world of reality (the school community), a workshop format was developed to provide counselor educators and top-level school administrators an opportunity to meet and to discuss issues of mutual concern. Although some of the issues generated would seem fairly commonplace in another context, here they served to bring about considerable rapport and good feeling between the counselor educator and the administrator. Indications are that further workshops be held to bring school people and counselor trainers together, to serve both the purpose of acquainting the school person with the counselor's perceived function, and to introduce the counselor trainer to the real problems of the school environment. Not of small significance are some of the misconceptions that administrators have concerning the activity of the school counselor, due in part to the lack of communication between administrator and training institution and vice versa.  相似文献   

19.
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments.  相似文献   

20.
This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers’ experiences and underscore the need for additional research in the field that specifically addresses these issues.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号